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s 6 miles
ain how
on a family vacation, Amy's dad drove the car
at a constant speed and traveled 585 miles in
taken the family to travel 810 miles? What was
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he
the car's rate of speed?

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

- (2, -7)

- lines r and s and lines t and u must be parallel

55.44 inches

step-by-step explanation:

part a. assuming a perfectly linear relationship, we can find the slope from the first two data points.

slope = m = (change in rainfall)/(change in years)

= (61.80 -62.33)/(2005 -2004) = -0.53/1 = -0.53

then the point-slope form of the equation of the line can be written as

y = m(x -h) +k . . . . . m = -0.53, (h, k) = (0, 62.33)

y = -0.53x +62.33 . . . x = years after 2004

part b. in 2017, x = 2017 -2004 = 13. then the predicted rainfall is

y = -0.53·13 +62.33 = 55.44 . . inches

the predicted rainfall in 2017 is 55.44 in.